National Standards of Education in Contents Standards and ...

Indonesian Journal of Education (INJOE) Vol. 2 No. 3, December 2022, pages: 257~269

e-ISSN: 2810-059X

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National Standards of Education in Contents Standards and Education Process Standards in Indonesia

Helda STAI Rasyidiyah Khalidiyah Amuntai Kalimantan Selatan, Indonesia

Corresponding author email: [email protected]

Syahrani STAI Rasyidiyah Khalidiyah Amuntai Kalimantan Selatan, Indonesia

[email protected]

Keywords Abstract

National Education Standards, Content Standards, and Process Standards.

Education is an important aspect in nation building. However, educational attainment in Indonesia at present has not yet reached the best quality of education. Various policies in an effort to improve the quality of education have been carried out by the government and are still continuing. National Education Standards (SNP) are minimum criteria regarding various relevant aspects in the implementation of the national education system and must be met by education providers and/or units throughout the jurisdiction of the Unitary State of the Republic of Indonesia. National Education Standards serve as the basis for planning, implementing, and supervising education in the context of realizing quality national education. National Education Standards aim to ensure the quality of national education in the context of educating the nation's life and shaping the character and civilization of a dignified nation. National Education Standards are refined in a planned, directed, and sustainable manner in accordance with the changing demands of local, national, and global life. There are eight National Education Standards, namely: Content Standards, Process Standards, Educators and Education Personnel Standards, Facilities and Infrastructure Standards, Management Standards, Financing Standards, and Educational Assessment Standards.

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Indonesian Journal of Education (INJOE)

INTRODUCTION

Education is an important and main sector in nation building. The state is fully

responsible for education in printing the nation's next generation. Various educational

policies and programs are always rolled out and strived to continue to build and improve

the education sector. During the period of President Joko Widodo, education became a top

priority as stated in the Nawacita flagship program in point five, namely improving the

quality of life of Indonesian people through improving the quality of education and training

with the Smart Indonesia program and with 12 years of compulsory education free of fees.

In the Nawacita program published in the era of President Jokowi's government in

the eighth point, it also mentions improving the welfare and careers of teachers working in

remote areas, equitable distribution of educational facilities with low and poor education

services, improving access to schools, recruitment and distribution of quality teachers. In

terms of quantity, the implementation and fulfillment of the right to education for citizens

can almost be realized. This can be seen from the continued increase in the school

enrollment rate in formal education and the gross enrollment rate.

Moreover, the community realizes that education is a process of learning the

knowledge, skills, and habits of a group of people that are passed down from one generation

to the next through teaching and research. There are also those who say that the definition

of education is a conscious effort that is carried out systematically in creating a teaching

and learning atmosphere so that students can develop their potential. In teaching and

learning activities, of course, standard learning activities are needed, especially for primary

and secondary education. These standards are used as a determinant of the implementation

of learning. The implementation of Law Number 20 of 2003 concerning the National

Education System is translated into a number of regulations, including Government

Regulation Number 19 of 2005 concerning National Education Standards. This Government

Regulation provides direction on the need to develop and implement eight National

Education Standards, namely: Content Standards, Process Standards, Educators and

Education Personnel Standards, Facilities and Infrastructure Standards, Management

Standards, Financing Standards, and Educational Assessment Standards. National

Education Standards are the minimum criteria for the education system throughout the

jurisdiction of the Unitary State of the Republic of Indonesia (PP No. 19 of 2005 Chapter I

Article 1 point 1). The government issued a regulation on National Education Standards

(SNP) in lieu of PP no. 19 of 2005.

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METHODS

The method used in writing this paper is descriptive method. Here I read from

several articles for my research, where I researched the National Education Standards in

Indonesia. According to articles that I read, education in Indonesia is far behind. Currently,

data on the quality of education in Indonesia is ranked 109th in the world out of 174

countries under Vietnam. In another survey conducted by the OECD (Organization for

Economic Co-operation and Development) in 2015, Imdomesia was ranked 69th out of 76

countries. The emergence of data on the quality of Indonesian education is not without

reason. The learning process that is not in line with expectations is one of the factors that

contribute to the low quality of education. In this research, I hope that the government can

improve the quality of education in Indonesia.

RESULTS AND DISCUSSIONS

Indonesian National Standard Education

National Education Standards are the minimum criteria regarding the education

system throughout the jurisdiction of the Unitary State of the Republic of Indonesia.

National Education Standards consist of Content Standards, Process Standards, Educators

and Education Personnel Standards, Facilities and Infrastructure Standards, Management

Standards, Financing Standards, and Educational Assessment Standards which must be

improved on a planned and regular basis.

National Education according to Law No. 20 of 2003, National Education functions to

develop capabilities and shape the character and civilization of a dignified nation in the

context of educating the nation's life, aiming to develop the potential of students to become

human beings who believe and fear God Almighty, noble character, healthy, knowledgeable,

capable, creative, independent and become a democratic and responsible citizen. That is the

purpose of education as stated in Law no. 20 of 2003.

It should be noted that PP 57 of 2021 concerning National Education Standards, was

amended by PP 4 of 2022 concerning changes to PP 57 of 2021. That education in Indonesia

requires national standards that require adjustments to the dynamics and development of

science, technology, and people's lives for the benefit of Improving the quality of education

is the first consideration for the issuance of PP 57 of 2021 concerning National Education

Standards. In addition, PP 57 of 2021 concerning National Education Standards also has the

background that government regulation no. 19 of 2005 concerning National Education

Standards as amended several times, most recently by government regulation no. 13 of

2015 concerning the second amendment to government regulation no. 19 of 2005

concerning National Education Standards has not been able to meet the needs of the

current education system, so it needs to be replaced with National Education Standards

with current developments. National Education Standards in PP 57 of 2021 concerning

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National Education Standards are the minimum criteria regarding the education system in

all jurisdictions of the Unitary State of the Republic of Indonesia.

National Education Standards are used in education organized by the Central

Government, Local Government, and the community through formal education, non-formal

education, and informal education. National Education Standards are used as a reference

for curriculum development and education administration to realize national education

goals. National Education Standards are refined in a planned, directed, and sustainable way

to improve the quality of education in accordance with the demands of changes in local,

national, and global life. National Education Standards in PP 57 of 2021 concerning National

Education Standards include Graduate Competency Standards; Content Standards; Process

Standards; Educational Assessment Standards; Education Personnel Standards; Facilities

and Infrastructure Standards; Management Standards; and financing standards.

The eight standards must be achieved in the implementation of education in each

educational unit. However, in practice there are many problems encountered. For example,

the problem of inadequate facilities and infrastructure. One of the six elementary school

classrooms was damaged (https://yappika-actionaid.or.id). There are at least 6.6 million

children who are in danger of studying in a classroom that is damaged and can collapse at

any time (https://www.republika.co.id). During the 2016 trial period, Commission X

formed a Facility and Infrastructure Working Committee (Panja) and found that there were

many problems with inadequate facilities and infrastructure

(https://kabarindonesiapintar.com).

This Government Regulation Number 57 of 2021 concerning National Education

Standards replaces Government Regulation Number 19 of 2005, replaces Government

Regulation Number 32 of 2013, and replaces Government Regulation Number 13 of 2015.

Government Regulation Number 57 of 2021 concerning National Education Standards is

stipulated by President Joko Widodo on March 30, 2021 in Jakarta. Government Regulation

Number 57 of 2021 concerning National Education Standards was promulgated by

Menkumham Yasonna H. Laoly on March 31, 2021 in Jakarta. Government Regulation

Number 57 of 2021 concerning National Education Standards is placed in the State Gazette

of the Republic of Indonesia of 2021 Number 87. The explanation of Government

Regulation Number 57 of 2021 concerning National Education Standards is placed in the

Supplement to the State Gazette of the Republic of Indonesia Number 6676. For everyone to

know.

In the preamble of the 1945 Constitution of the Republic of Indonesia, it is very clear

that the intellectual life of the nation is one of the mandates that must be carried out and

fulfilled by the state and government. Considering that the Covid-19 pandemic is still a real

threat to the Indonesian people. The central government has issued policies, one of which is



https://kabarindonesiapintar.com/

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to cancel activities (face to face) for all educational institutions, and teachers who make

creative and innovative learning media so that students do not get bored, and we as

students must study seriously. Although online learning we must not give up and give up in

pursuing our goals.

The function of this National Education Standard is as a basis for planning,

implementing and supervising education to realize quality national education. Meanwhile,

the main objective of the National Education Standards is to guarantee the quality of

national education in the context of educating the nation's life, forming a dignified national

character and civilization.

Indonesian education is faced with various challenges, both internal and external

challenges. The internal challenge is that many schools have not met the eight National

Education Standards (SNP). Meanwhile, the external challenge is globalization which has

penetrated into all aspects of people's lives, and the implementation of the ASEAN

Economic Community since 2015, which has implications for the increasingly open

competition among ASEAN countries. Currently, Indonesia's education quality data is

ranked 109th in the world out of 174 countries, while at the Asian level, Indonesia is ranked

17th out of 17 countries under Vietnam (Political and Economic Risk Consultant (PERC)

survey (Sill Desta, 2022) In another survey conducted by the OECD (Organization for

Economic Co-operation and Development) in 2015, Indonesia was ranked 69th out of 76

countries (BBC, 2022).

The emergence of data on the quality of Indonesian education above is certainly not

without reason. The learning process that is not in line with expectations is one of the

factors that contribute to the low quality of education. A reality that is faced by the world of

education in formal educational institutions today is the low quality of managerial learning

both at the level of planning, implementation and how to control it. Therefore,

reconstruction of the management of learning programs is absolutely necessary to achieve

the expected goals (Yanty K Manoppo, 2014). In Government Regulation No. 19 concerning

National Education Standards, article 91, it is explained that every education unit in the

formal and non-formal channels is obliged to guarantee the quality of education. The

education quality assurance aims to meet or exceed the National Education Standards

(SNP) (Uhar Suharsaputra, 2013). The Internal Quality Assurance System makes schools the

main actors or spearheads of education quality assurance. SPMI created schools as learning

organizations and created the importance of a quality culture. Quality is no longer

positioned as a burden, but as a necessity even as a lifestyle. Quality is no longer the

responsibility of certain parties, but is everyone's business (Idris Apandi, 2022). Every

school member is expected to actively participate and contribute to improving the quality

of education in schools.

Besides that, the school, which in this case is lecturers at tertiary institutions, has

also begun to set a minimum standard of student assignments which of course must be

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assisted and guided by lecturers, isn't it at every campus that the term academic supervisor

has begun to be known for all students (Rahmatullah, AS, et al. ., 2022) students begin to get

assignments based on scientific publications, because student assignments published via

the internet are certainly more credible and accountable and must be based or published

via the internet (online), (Syahrani, S. 2021) data that is always internet-based is currently

considered as a modern institution (Syahrani, S. 2022) is considered to be more advanced

in terms of management (Syahrani, S. 2022) because an organization with this model looks

more prepared to face the times (Syahrani, S. 2022) and is considered ready to compete

with the outside world, (Syahrani, S. 2022) Shaleha, Radhia, and Auladina Salihah, 2021)

because they are used to and adaptive to information technology that continues to develop,

(Syahrani, S. 2018) especially in the Koran, there are actually many verses that talk about

this, so that Islam is not left behind in various ways, especially in terms of education

(Syahrani, S. 2019) of course there are many strategies that must be carried out in order to

be able to master the latest technology in terms of developing coursework. , (Chollisni, A., et

al., 2022) no matter how great a school, without adapting to the times, it still feels like

something is lacking (Syahrani et al., 2020) especially now that there are many quality

universities and advanced technology that provides journal-based assignments (Syahrani,

2018) if these two things are fulfilled, of course it will be easier to promote higher

education, (Syahrani, 2017) so it is hoped that the course of a school will be more ideal

according to dreams, (Syahrani, 2017) although there are still many weaknesses, but must

always be addressed (Syahrani, 2017).

Content Standard

Content Standards are criteria regarding the scope of the material and the level of

competence to achieve graduate competence at certain levels and types of education

(Government Regulation Number 32 of 2013 concerning Amendments to PP Number 19 of

2005 concerning National Education Standards). Regulations regarding content standards

are contained in Permendikbud Number 21 of 2016 concerning Content Standards for

Elementary and Secondary Education. Content Standards are adjusted to the substance of

the national education goals which are described in the domains of spiritual attitudes and

social attitudes, knowledge, and skills. In Government Regulation No. 13 of 2015, the

content standards cover the minimum material scope and minimum level of competence to

achieve minimum graduate competence at certain levels and types of education. The

content standard contains the basic framework and structure of the curriculum, learning

load, unit level curriculum, and education calendar (Indonesia, 2006).

Content standards were developed to determine the criteria for the scope and level

of competence in accordance with the graduate competencies formulated in the graduate



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competency standards, namely attitudes, knowledge, and skills. The scope of the material is

formulated based on the mandatory content criteria determined in accordance with the

provisions of laws and regulations, scientific concepts, and characteristics of educational

units and educational programs. Content standards are described according to subjects

with reference to graduate competency standards.

The Content Standards were developed to determine the criteria for the scope and

level of graduate competence which were formulated in the graduate competency

standards, namely attitudes, knowledge, and skills. The scope of the material is formulated

based on the mandatory content criteria determined in accordance with the provisions of

laws and regulations, scientific concepts, and characteristics of educational units and

educational programs. Content standards are described according to subjects with

reference to graduate competency standards.

The content standard contains the basic framework and structure of the education

unit level curriculum, and the education calendar. Content standards are analyzed on the

basic curriculum framework, curriculum structure, learning load and educational calendar

which will become the I KTSP document. The content standards are analyzed in the

attachments to SK and KD which will become the KTSP II document. Document II contains

the syllabus and lesson plans whose essence is in KD. Each KD must be analyzed to obtain

achievement indicators as the basis for syllabus development. The achievement indicators

in the syllabus then become a reference in determining learning activities, time allocation,

types and forms of assessment, as well as learning resources and materials.

The development of lesson plans in accordance with the demands of PP 19 of 2005

must refer to the results of the syllabus development. Determination of learning objectives

must be in accordance with achievement indicators, learning materials are described from

the main material in the syllabus, learning methods, assessment contains instruments that

are in accordance with the type and form of assessment in the syllabus, while the sources

and learning materials are the same as those contained in the syllabus.

Legal Basis Standard Content

The legal basis for determining educational content standards is the Letter of the

Chairperson of the National Education Standards Agency Number 0141/BSNP/III/2006

dated March 13, 2006 and Number 0212/BSNP/V/2006 dated May 2 and the Regulation of

the Minister of National Education concerning Content Standards for Basic Education Units

and Medium and Government Regulation Number 19 of 2005 which as a whole includes:

1. The basic framework and structure of the curriculum which is the guideline in the

preparation of the curriculum which is the guideline in the preparation of the curriculum

at the level of the education unit.

2. Learning load for students in primary and secondary education units.

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3. The education unit level curriculum to be developed by the education unit is based on

the curriculum preparation guidelines as an integral part of the content standard.

4. Educational calendar for the implementation of education in education units at the

primary and secondary education levels. The content standard was developed by the

National Education Education Standards Agency (BSNP) which was established based on

Government Regulation No. 19 of 2005.

Content Standard Purpose

The formulation of the Content Standards aims to improve the quality of education

through developing the potential of students in line with the development of science,

technological progress, arts and culture, so that it is expected to achieve national education

goals.

Content Standard Function

Content Standards serve as a teacher's reference when providing material in

learning activities. Thus, the material given to students is always oriented to Graduate

Competency Standards.

Content Standard Benefits

As a part of the National Education Standards (SNP), the benefits of the Content

Standards are to facilitate curriculum development for each level of education with

standard content components: 1. Curriculum basic framework (Curriculum Content Aspects

and Curriculum Development Principles), 2. Curriculum structure (Curriculum Structure

Contents) and Competency Standards and Basic Competencies), 3. Learning load (Face-to-

Face, Structured Assignments, and Unstructured Independent Activities), 4. Education Unit

Level Curriculum (KTSP) (KTSP Development, Syllabus Development, RPP Development,

and Minimum Completeness Criteria ( KKM), 5. Education calendar.

Process Standard

Process standards can also be interpreted as a technical form which is a reference or

criterion that is planned or designed in the implementation of learning. The learning

process in educational units is held interactively, inspiring, fun, challenging, motivating

students to participate actively, and providing sufficient space for initiative, creativity, and

physical and psychological development of students. This is in line with the principle of

active learning, as explained by Silberman (2009: 21) active learning is a fast, fun,

supportive, and interesting step because every time students are not only glued to their

seats but move and think. In principle, learning is directed at students because learning and

learning are not determined by the wishes of the teacher but by the students. Sanjaya



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(2008:219-222) explains that learning is shown by several characteristics of the thinking

process, utilizing the potential of the brain, and learning throughout life. Process Standards

(according to the demands of Permendiknas Number 41 of 2007) were developed by

teachers referring to the syllabus and lesson plans (requirements of PP 19 of 2005). Its

essence lies in learning activities that are broken down in steps; The reference for the

development of the steps cannot be separated from the learning method.

Furthermore, Djohar (Djohar, 2005), concludes that the application of process

standards in educational units is expected to improve the quality of graduates in achieving

graduate competency standards which in turn can improve the quality of education. Based

on the Minister of National Education Number 24 of 2006 concerning Competency

Standards for Graduates of Elementary and Secondary Education Units (SKL-SP),

Competency Standards for Subject Group Graduates (SKL-KMP), and Competency

Standards for Subject Graduates (SKL-MP). Graduate competency standards for certain

subjects are the accumulation of competency standards (SK) and basic competencies (KD)

of the subjects in question.

In the standard process, the principle of learning is emphasized. And this is stated in

the steps of the learning process starting from planning which includes the preparation of

the syllabus and lesson plans, the implementation of the learning process which includes

the requirements for the implementation of the learning process and the implementation of

learning, assessment of learning outcomes with an assessment of the learning process using

an authentic assessment approach that assesses readiness students, processes, and learning

outcomes as a whole, and supervision of the learning process which includes supervision of

the learning process is carried out through monitoring, supervision, evaluation, reporting,

and follow-up activities periodically and continuously carried out by the head of the

education unit and supervisor.

Each education unit carries out learning planning, implementation of the learning

process, and assessment of the learning process to improve the efficiency and effectiveness

of the achievement of graduate competencies. In accordance with the Graduate Competency

standards and Content Standards, the learning principles used are: 1. From students being

told to students finding out, 2. From the teacher as the only source of learning to learning

based on various learning resources, 3. From a textual approach towards the process as

strengthening the use of scientific approaches, 4. From content-based learning to

competency-based learning, 5. From partial learning to integrated learning, 6. From

learning that emphasizes single answers to learning with multidimensional answers, 7.

From verbalism learning towards applicative skills, 8. Improvement and balance between

physical skills (hard skills) and mental skills (soft skills), 9. Learning that prioritizes

cultivating and empowering students as lifelong learners, 10. Learning that applies values

by setting an example (Ing Ngarso Sung Tulodo), build willingness (Ing Madyo Mangun

Karso), and develop students' creativity in the learning process (Tut Wuri Handayani), 11.

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Learning that takes place at home, at school, and in the community, 12. Learning that

applies the principle that anyone is a teacher, anyone is students, and wherever is the

classroom, 13. Utilization of information and communication technology to improve the

efficiency and effectiveness of learning, and 14. Recognition of individual differences and

the cultural background of students.

Related to the above principles, process standards were developed which include

planning the learning process, implementing the learning process, assessing learning

outcomes, and supervising the learning process.

Process Standard Components

1. Planning here is an effort to determine the various activities that will be carried out in

the learning process to achieve the desired competencies with materials and methods

that have been adapted. Learning planning is designed in the syllabus and Learning

Implementation Plan (RPP) and the preparation of learning media and resources,

learning assessment tools, and learning scenarios. The preparation of the syllabus and

lesson plans is adjusted to the learning approach used.

2. The implementation of learning is an interaction between educators and students

which is carried out in one room at a certain time, in order to deliver learning materials

to achieve learning (Regulation of the minister of education and culture, 2013). The

requirements for implementing the learning process, including time allocation, for

junior high school, face-to-face learning is 40 minutes, textbooks are used to increase

efficiency and effectiveness, the amount of which is adjusted to the needs of students.

The implementation of learning also includes the correctness of classroom

management, including the teacher adjusting the seating arrangements of students

according to the objectives and characteristics of the learning process, the volume and

intonation of the teacher's voice in the learning process must be heard well by students,

the teacher is obliged to use polite and easy-to-understand words , the teacher creates.

Order, discipline, comfort, and safety in carrying out the learning process, the teacher

provides reinforcement and feedback, the teacher encourages and appreciates students

to ask questions, the teacher dresses politely, at the beginning of each semester the

teacher explains the syllabus of the subjects, the teacher starts and ends the learning

process according to the time of the lesson. The implementation of learning is the

implementation of the lesson plan, which includes preliminary, core, and closing

activities.

3. Assessment of learning outcomes assessment is carried out by educators on learning

outcomes to measure the level of achievement of student competencies, and is used as

material for preparing reports on progress of learning outcomes, and improving the



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learning process. The assessment is carried out consistently, systematically, and

programmed using tests in written or oral form, and notes in the form of work

observations, attitude measurements, assessment of work results in the form of

assignments, projects and/or products, portfolios, and self-assessments. Assessment of

learning outcomes uses educational assessment standards and subject group

assessment guidelines.

4. Supervision of the supervisory learning process is carried out by means, namely

monitoring, supervision, evaluation, and reporting.

Legal basis

The legal basis that regulates the standard of the education process is contained in

the Regulation of the Minister of National Education of the Republic of Indonesia Number

41 of 2007 concerning Process Standards for Elementary and Secondary Education units.

Process standards are national education standards related to the implementation of

learning in educational units to achieve graduate competency standards. In addition, other

legal bases that contain regulations regarding the standard of the education process are

Government Regulation Number 19 of 2005: National Education Standards Chapter III

articles-19 to 24, Ministerial Regulation Number 1 of 2008 and Ministerial Regulation

Number 3 of 2008: Standards Education Process-Equality Program Package A, Package B,

and Package C.

CONCLUSION

The content standard is an important part of the KTSP, because the content standard

is the minimum size that must be achieved by students, both regarding competence and

regarding the material. The purpose of content standards is to improve the quality of

education through developing the potential of students in line with the development of

science, technological progress, arts and culture, so that it is expected to achieve national

education goals.

Process standards are everything related to the learning process during learning

activities. The objectives of the process standards are: to make it easier for teachers to

make plans at school, for example semester or annual planning, to make it easier for school

principals to monitor the success of the learning process in schools, to direct the learning

process of students to refer to the final goal to be achieved, namely the Graduate

Competency Standards.

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Terancam Bahaya karena Belajar di Kelas Rusak, http://www.republika.co.id/berita/pendidikan/eduaction/17/05/03/opdwyd384-66-juta-anak-terancam-bahaya-karena-belajar-di-kelas-rusak, diakses tanggal 2 Februari 2022.

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